Aligning with the Alliance: Creating Safer Schools for LGBTQ Students

1. Aligning with the Alliance: Creating Safer Schools for LGBTQ Students

2. Facilitators: Melissa Ockerman, Ph.D Assistant Professor, Counseling Program DePaul University Sarah Schriber, J.D. Policy Director Illinois Safe Schools Alliance

3. Training Objectives: To provide Directors of School Counselors/Student Services with a framework for understanding sexual orientation and gender identity issues within a school context To help participants develop counseling strategies for LGBTQ students, and students impacted by anti-LGBTQ bullying To support participants in creating safer school communities through education, collaboration, and development of resources

4. Fact or Fiction: LGBT youth who experience violence and harassment are three times less likely to report that they plan on attending post-secondary education than a national sample FACT

5. Fact or Fiction: For every one (1) gay, lesbian, bisexual or transgender student who reports being bullied or harassed, four (4) straight students report being harassed or bullied for being perceived as gay or lesbian FACT National Mental Health Association, 2002

6. Fact or Fiction: 33% of LGBT students report that they feel unsafe in their schools because of their sexual orientation FICTION 61.1% GLSEN, 2009

7. Fact or Fiction: Lesbian, gay, or bisexual students are nearly four times more likely than their non-gay peers (15% vs. 4%) to be a in a physical fight that requires medical attention FACT 1The Centers for Disease Control and the Chicago Public Schools Youth Risk Behavior Survey, 2003

8. Fact or Fiction: Compared to their heterosexual peers, LGBTQ youth are 3 times more likely to have attempted suicide in the past year. FICTION 4 TIMES

9. Fact or Fiction: Students report hearing anti-gay slurs 15 times each day FICTION 25 times GLSEN, 2009

10. Fact or Fiction: In a recent evaluation study of the Massachusetts’ Safe Schools Program, having a GSA (Gay Straight Alliance) was found to be the #1 single factor related to students’ perceiving their school to be safe for lesbian, gay, bisexual and transgender students. FACT

11. Universal Values in Public Schools Every student deserves to feel safe and included in his/her school. Every family deserves to feel respected by and included in its school community. All school employees deserve to feel safe and respected in their work environment. Schools have an obligation to provide a safe, respectful and inclusive environment for all staff, learners and their families.

12. Terminology A brief introduction to concepts and terms used to discuss sexual orientation and gender identity Definitions of specific terms are often subjective “Golden Rule” is to allow everyone to self-identify

13. Sexuality & Sexual Identity in Adolescence Sexual Orientation Who you are attracted to sexually, emotionally, romantically, and/or intellectually Attaining a sexual orientation identity is a key developmental task of adolescence Not uncommon for middle school students to question and try to understand their attractions

14. Gender & Gender Identity Gender Identity A person’s sense or experience of belonging to a particular gender category of man (boy), woman (girl), all of the above, some of the above, or none of the above -Most kids develop a gender identity between the ages of 3 and 5 -Gender identity in the form of gender roles becomes important again with the onset of puberty

15. Terminology Lesbian: a woman who is attracted to some other women emotionally, physically, spiritually, etc. Gay: a man who is attracted to some other men emotionally, physically, spiritually, etc. Bisexual: a person for whom gender is not the first criteria in being attracted to someone emotionally, physically, spiritually, etc. Transgender: an umbrella term for people whose gender identity or expression does not match the cultural “norm” for their sex

16. Terminology Queer: currently used as an all-encompassing label for any person who believes that their gender identity/sexual orientation is not reflected by the standard model of straight or LGBT. Questioning:used to refer to those questioning what their sexual orientation/gender identity is Heterosexual/Straight: feeling emotional, physical, spiritual attraction to some members of the opposite sex

17. Terminology Homophobia: An aversion to gay, lesbian and bisexual people and behavior or an act based on this aversion Heterosexism: An ideological system that denies, denigrates, and stigmatizes any non-heterosexual form of behavior, identity, relationship, or community

18. Sexual Identity Development(Cass’ Model) Identity Confusion Identity Comparison Identity Tolerance Identity Acceptance Identity Pride Identity Synthesis

19. Law & Policies No Child Left Behind Act of 2001 Along with tests and highly qualified teachers, the NCLB aims to prevent violence and promote school safety so that “students and school personnel are free from violent and disruptive acts, including sexual harassment and abuse, and victimization associated with prejudice and intolerance . . . through the creation and maintenance of a school environment that () fosters individual responsibility and respect for the rights of others.” NCLB, 20 U.S.C. § 7161

20. Law & Policies Equal Protection and the Legal Responsibilityto Address Bullying and Harassment In 1995, in Nabozny v. Podlesny,the Seventh Circuit ruled that school districts must treat the bullying of LGBT students with the same level of concern as the bullying of other students. In 2007, in L.W. v. Toms River Regional Schools, the New Jersey Supreme Court ruled that students are entitled to as much protection from anti-gay discrimination and harassment as their adult counterparts in the workplace. Sources: The Youth at Risk Project, ACLU of Illinois The Midwest Regional Office of the Lambda Legal Defense and Education Fund

21. Law & Policies The First Amendment and theLegal Responsibility to Permit Free Expression In 2001, in Doe v. Yunits, a Massachusetts court ruled that a middle school may not discipline a transgender student for expressing her gender identity even if that expression does not conform with her biological sex. In 2002, a landmark settlement in Henkle v. Gregory sent the message that students have right to be out at school without fearing unaddressed retaliation. In 2005, in Nguon v. Wolf,a federal district judge rejected the school district’s argument that it was within its rights when it outed a student to her parents. Sources: The Youth at Risk Project, ACLU of Illinois The Midwest Regional Office of the Lambda Legal Defense and Education Fund

22. Law & Policies Anti-Discrimination and Anti-Bullying Policies at the School District Level “Best practices” include: Policies that enumerate all forms of prohibited conduct, including discrimination and bullying on the basis of sexual orientation or gender identity/expression and clear procedures for making complaints Professional development for faculty and staff Institutional support for student groups that promote acceptance and understanding of sexual orientation and gender identity/expression Source: The Youth at Risk Project, ACLU of Illinois

23. Law & Policies African-American students are more frequently suspended because of subjective disciplinary actions and are more likely to be disciplined more severely for minor misconduct (APA, 2008; Christle, Jolivette, & Nelson, 2005; Skiba & Sprague, 2008; Skiba et al., 2000) Nonheterosexual youth suffer disproportionate educational and criminal-justice punishments that are not explained by greater engagement in illegal or transgressive behaviors (American Journal of Pediatrics, 2012).

24. Law & Policies Punitive behavior management methods are ineffective at reducing misconduct and may cause harm to students (Cameron, 2006). Higher rates of suspension are related to higher rates of future anti-social behavior and involvement in the juvenile justice system (APA, 2008).

25. Counselor Strategies “The greatest danger exists for LGB youth when a counselor is unaware of his or her own personal prejudices” (Owens, p. 10) It’s our professional identity: The professional school counselor is a student advocate, leader, collaborator and change agent IT”S A STATE LAW!: http://www.glsen.org/cgi-bin/iowa/all/library/record/2344.html?state=media We help most by listening & by providing accurate information. Educate yourself on your own feelings & biases Confront personal struggles with sexuality through your own personal counseling Help  Isolation among LGBTQ youth Create classroom guidance lessons (see handout) aimed at increasing positive interactions and acceptance Dispel stereotypes, express offense at inappropriate humor (see handout)

26. Counselor Strategies Advocate for and provide staff training (GLSEN) Read and/or watch novels/movies with gay themes. Practice using inclusive language until it is automatic. Know the LAW (see Primer) With intention, place gay symbols in your office. Talk candidly with LGBTQ people. Attend the Summer Institute Attend the School Counselors’ Empowering LGBTQ youth national conference! (San Diego, CA) http://www.cescal.org/lgbtqi2012/index.cfm Be an Advisor/Advocate for a GSA at your school

27. Why Have GSAs? Students in schools with GSAs or other supportive clubs reported that teachers and other school staff intervened more often when homophobic remarks were made than students in schools without such clubs1 Students in schools with GSAs reported hearing fewer homophobic remarks, and less victimization because of sexual orientation and gender expression2 Students in schools with GSAs reported less absenteeism because of safety concerns and a greater sense of belonging to the school community2 1 GLSEN, 2006, From Teasing to Torment: A Report on School Climate in Illinois 2 GLSEN, 2009, National School Climate Survey

28. What are GSAs? A GSA is a student group that brings together LGBTQ and Ally youth to provide support, start a dialogue, and work to make the school safer for LGBTQ youth Healthy GSAs should: Have a name and identity recognizable to the school community Have goals and a plan to reach them Have a structure for leadership, and a plan to develop leadership skills within the group Be student led Have strong adult support

29. How do I start a GSA? GSAs must be started by youth. However, many youth may not know what a GSA is, that they have the right to start one, or how to start one. Put a poster up on your wall that says, “Want to start a Gay-Straight Alliance? Talk to me” or “Did you know that you have the right to start a Gay Straight Alliance?” Leave flyers in your office about what a GSA is, with your contact information or office number for students with questions Talk to your administration and fellow teachers about the importance of GSAs Find out the school rules for starting a non-curricular group/club. Follow them to a T Get resources and technical assistance from the Alliance about creating a structure, setting a mission/vision, planning for goals, messaging and identity development, and more

30. Local Resources (Chicago Area) Illinois Safe Schools Alliance: www.illinoissafeschools.org About Face Youth Theatre: www.aboutfacetheatre.com Center on Halsted: www.centeronhalsted.org

31. National Resources/ Family & Educator Safe Schools Coalition: www.safeschoolscoalition.org Lambda Legal: www.lambdalegal.org Trans Youth Family Allies: www.imatyfa.org Youth Resource http://www.amplifyyourvoice.org/youthresource

32. Family & Educator Resources GLSEN (Gay, Lesbian and Straight Education Network) National: www.glsen.org Parents, family, & friends of lesbians and gays www.pflag.org Children of Lesbians & Gays Everywhere www.colage.org Family Pride Coalition www.familypride.org

33. Resources in Your Packet Alliance Fact Sheet Annotated Primer (Law) Harassment in the Hallway Words that Rip & Words that Repair Welcoming Classroom Lesson Creating Classroom Agreements

34. Time for Action! Action Planning Use the Worksheet in Your Packet Complete Individually Pair & Share

35. Questions & Comments Melissa Ockerman, Ph.D Assistant Professor, Counseling Program DePaul University mockerma@depaul.edu Sarah Schriber, J.D. Policy Director Illinois Safe Schools Alliance sarah@illinoissafeschools.org